Unit U Concept 3 - Limits Graphically

Students will be able to identify when a limit does or does not exist on a graph.

Students will be able to describe the difference between a function's limit and value at a certain x-value

Students will be able to give basic reasons for why limits don't exist.

Students will be able to list positives and negatives of evaluating limits graphically.

WATCH - By the end of this lesson, students will be able to complete the following problems from the SSS packet individually. Page 9 – 2 graphs + pros/cons table

SUMMARY - By the end of this lesson, students will be able to answer the following questions:

1. How do you evaluate a limit graphically?

2. What is the difference between the limit and the value?

3. Draw an example (1) where the limit and the value are the same and (2) where the limit and the value are different

4. If the limit DNE, what else do you have to write?

QUESTION - By the end of this lesson, students will be able to ask a Higher-Order Thinking question regarding the content covered.

WATCH - By the end of this lesson, students will be able to complete the following problems from the SSS packet individually. Page 9 – 2 graphs + pros/cons table

SUMMARY - By the end of this lesson, students will be able to answer the following questions:

1. How do you evaluate a limit graphically?

2. What is the difference between the limit and the value?

3. Draw an example (1) where the limit and the value are the same and (2) where the limit and the value are different

4. If the limit DNE, what else do you have to write?

QUESTION - By the end of this lesson, students will be able to ask a Higher-Order Thinking question regarding the content covered.